Reading; compare and contrast Social Studies; Global awareness; understanding the context of difference
Guiding Question and Project Aims
How do we judge the value of ideas and things? How does our home country/culture contribute to the way ideas and things are valued?* What are the similarities and differences among children around the world?* Can you infer how these contextual differences came about? Think about things like: climate, geography, religion, language or any other cultural aspects.
How does understanding the different context of people’s lives help us to understand other people in the world a little better? How can we use this knowledge to help us to connect with each other?
When we connect globally what can we do together that could make a difference to the world as we know it?
Prerequisites and Skill Level
Use of Edmodo, VoiceThread
How to access and navigate project portals- Wiki, CMP
Standards Alignment
2. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems. 5. Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
6. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:b. select and use applications effectively and productively.
Student level/age
Grades 3-5 / Ages 8-11
Focus Questions
What are the similarities and differences among children around the world?
Can you infer how these contextual differences came about? Think about things like:climate, geography, religion, language or any other cultural aspects.
How does understanding the different context of people’s lives help us to understand other people in the world a little better? How can we use this knowledge to help us to connect with each other?
When we connect globally what can we do together that could make a difference to the world as we know it?
Working Mode: Individual and Team Structure
Students will be divided into cross school teams. Each team will have a guiding teacher. Work will be done within the classroom and within the cross school teams.
Required inputs
Each participant will be responsible to follow the guiding teachers direction and add discussion and new information toward the project goal. In the end, each student will contribute to the final project.
Optional inputs
The use of web 2.0 tools to develop a handshake or to present information to their team.
Required outcomes and Learning Experiences
Connect with global team members and establish effective communication practices using online tools
Research specific topics to do with the 3 questions on the wiki within their topic area
Optional outcomes
Presentation of material in other formats
Workflow
Since this is a new project, the timeline is not set, but work weekly asynchronously is expected.
Assessment
Guiding teacher ongoing assessment
Evaluation
Final projects will be reviewed by every team and every school in the project.
PART B: Seven Steps Design Principles and Teaching Strategies
Connection
Initial student connection will be through Edmodo
Communication
asynchronous and synchronous –through edmodo and wikispaces Teacher connection through Google groups and Blackboard
Citizenship
Each classroom teacher will instruct students on appropriate use of communication. All teachers are responsible for monitoring their small groups to ensure that citizenship guidelines are followed.
Contribution and Collaboration
Collaboration will be done through Edmodo and the wiki through the use of pictures and text. Each group will add information and discussion at least on a weekly basis.
Choice
Choice will be offered though topic preference, research interests and project outcomes. These will be guided by the small group teacher.
Creation
Final projects will be completed using the agreed upon web 2.0 tools
Celebration
Each school will view all of the projects and students will comment on them on the wiki.
PART A: Global Project Design Essentials
Social Studies; Global awareness; understanding the context of difference
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
5. Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
6. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:b. select and use applications effectively and productively.
PART B: Seven Steps Design Principles and Teaching Strategies
Teacher connection through Google groups and Blackboard